Exploring Everyday Materials

Curriculum Area

Subject: Science
Key Stage: 1
Year Group: 1
National Curriculum Link:

• Materials & Their Properties: Pupils should be taught to distinguish between an object and the material from which it is made, identify and name a variety of everyday materials (such as wood, plastic, glass, metal, water, and rock), and describe the simple physical properties of everyday materials.

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Lesson Objective

By the end of this lesson, pupils will be able to:

1. Identify and name a variety of everyday materials.
2. Describe and compare the properties of different materials.
3. Understand why materials are chosen for specific purposes.

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Lesson Duration

Total Time: 45 minutes

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Resources Needed

• A selection of everyday objects made from different materials (spoon, cotton fabric, glass jar, plastic bottle, rubber ball, wooden block, etc.)
• A feely bag (cloth bag to place objects inside for a touch-based activity)
• Picture cards of different materials
• A large Venn diagram (printed or drawn on the board)
• Small whiteboards and markers for pupils
• A soft and hard material for class demonstration (e.g., a sponge and a rock)

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Lesson Breakdown

1. Introduction – Mysterious Objects (10 minutes)

Engage pupils in a fun starter activity to spark curiosity.

• Feely Bag Challenge:
  • Place various objects inside a bag.
  • Invite pupils to reach in (without looking!) to feel an object.
  • Ask guided questions: Is it hard or soft? Smooth or rough?
  • Once guessed, reveal the object and discuss the material it’s made from.

Discussion Questions:

• How do you know what material it is without seeing it?
• What do we mean by materials? (Prompt discussion around ‘materials’ as what things are made from.)
• Can you name some materials around the classroom?

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2. Main Activity – Material Detectives! (20 minutes)

Part A: Sorting and Describing Materials (10 minutes)

• Display objects around the room or on a table.
• Pupils work in small groups of 3-4 to sort objects based on properties (e.g. soft/hard, waterproof/not waterproof, shiny/dull, flexible/stiff).
• Use a Venn Diagram on the floor/board to show materials that fit into more than one category (e.g. shiny AND hard).

Part B: Why Do We Use These Materials? (10 minutes)

• Encourage pupils to think critically about why objects are made from certain materials.
• Example discussion: Why is a window made from glass and not wood? (glass is transparent!)
• Use two different objects that contrast in properties (example: a sponge and a metal spoon) and discuss why one is better for soaking up water and the other for eating.

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3. Plenary – Quick Quiz & Reflection (10 minutes)

• "Material Match-Up!" Game:
  • Show a list of objects (e.g. raincoat, frying pan, pencil).
  • Pupils hold up the correct material card (e.g. plastic, metal, wood) when they hear the object.
• Exit Challenge:
  • Ask each pupil to name one object and describe a property (my chair is smooth and made of plastic).

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Differentiation

• Support: Provide tactile objects for sensory learning to help pupils who struggle with verbal descriptions. Use visual picture aids.
• Extend: Challenge more able pupils to predict what might happen if objects were made from the wrong material (e.g. a paper umbrella).

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Assessment Opportunities

• Observe pupils during sorting activities – are they correctly identifying materials?
• Listen for use of key vocabulary (shiny, dull, flexible, waterproof, rough, smooth).
• Use the plenary quiz to quickly assess understanding.

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Teacher Reflection

• Did all pupils engage with the feely bag activity?
• Were pupils able to describe materials independently by the end of the lesson?
• What could be done differently next time to reinforce understanding?

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This interactive lesson will leave pupils excited about materials, making them more aware of the materials in their everyday world! 🚀